Lesson Plan: WWW - Alphainstitute.edu - Au

www.alphainstitute.edu.
au
Lesson Plan
BSBADM502 Manage meetings
Lesson Plan
Sydney Campus: 8 Figtree Drive Sydney Olympic Park NSW 2127 • Canberra Campus: 17 Oatley Ct, BELCONNEN ACT 2617
Phone: 0404 462 384 • Email: Info@alphainstitute.edu.au
ABN: 99 620 543 688 • RTO CODE: 45413 • CRICOS CODE: 03708F
www.alphainstitute.edu.au
Table of Contents
Table of Contents 2
Overview 3
Resources 4
Preparation 5
Conducting Lessons 7
Induction 9
Session 1: Introduction 10
Session 1: Topic 1 – Types of meetings 10
Session 2: Topic 1 – Types of meetings 13
Session 3: Topic 2 – Planning and leading 14
Session 4: Topic 2 – Planning and leading 16
Session 5: Topic 3 – Virtual meetings 17
Session 6: Topic 4 – Attend meetings 18
Session 7, 8, 9 and 10: Review and Assessment 21
Lesson Plan
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Overview
BSBADM502 Manage meetings
Duration
6 weeks Content delivery: 3 weeks
Assessment: 3 weeks
Suggested Delivery
Week1 Session 1: Topic 1 – Types of meetings
Session 2: Topic1 – Types of meetings
Week 2 Session 3: Topic2 – Planning and leading
Session 4: Topic 2 – Planning and leading
Week 3 Session 5: Topic 3 – Virtual meetings
Session 6: Topic 4 – Attending meetings
Week 4- 6 Session 7: Review and assessment
Session 8: Assessment
Lesson Plan
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Resources
Recommended texts
1. Recommended Text: Management Theory and Practice 6e, Cole, Kris (2016)
Chapter 28 Leading and attending meetings.
Links to sources of information on the Internet will also be given throughout the document. If the links are
broken, copy and paste them into your web browser.
Web links:
Internet links to sources of information, videos or documents are also provided throughout the lesson plan.
If the links are broken, copy and paste them into your web browser.
Lesson Plan
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Preparation
Lesson Preparation
Before you commence delivery of these lessons, take the time to undertake the following:
 Read through this document from start to finish. If you have any queries about how an activity can
best be carried out at your RTO, contact your supervisor for advice.
 Read through the recommended texts.
 Conduct further research on the Internet if any concepts are not clear for you.
 Perform each of the activities and homework or self-study that you will give the students.
Before giving each session, read through each day’s plan, as some preparation may be required.
 Sourcing videos
 Checking web links
 Preparing any technical resources required
 Planning role-plays
 Setting up activities such as presentations
 General planning
Equipment
To carry out the Lesson Plan for this unit, the following equipment will be needed:
 Computers with appropriate software and Internet access
 Headsets
 Whiteboard
 Projector
Industry expertise
To enhance the industry relevance of this classroom-based training approach, we recommend that you
identify an industry expert or experts, and invite them in to give short presentations to students.
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These industry experts are not trainers, but are people who can provide expert industry information to
students to assist them with their learning. Their presentation could last up to one hour, and be provided
from week 2 onwards.
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Conducting Lessons
Lesson Context
A simulated work environment is to be used when carrying out these lessons.
Therefore, session activities:
 Reflect real life work tasks.
 Are required to be performed within industry standard timeframes as specified by assessors in
relation to each task.
 Are assessed using assessment criteria that relate to the quality of work expected by the industry.
 Are performed to industry safety requirements as relevant.
 Use authentic workplace documentation.
 Require students to work with others as part of a team.
 Require students to plan and prioritise competing work tasks.
 Involve the use of standard, workplace equipment such as computers and software.
 Ensure that students are required to consider workplace constraints such as time and budgets.
Written activities
Activities provided throughout the lesson plan can be undertaken as homework and submitted to the
trainer/assessor and/or conducted within the lesson as an observed task.
Plagiarism, cheating and collusion

Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism,
cheating, and/or collusion, they should report this along with reasons for the allegation. Assessors should
refer to their RTO’s policy and procedures regarding training and assessment for further information.”
Practical observations
 Practical observations provide opportunities for students to demonstrate both knowledge and skills.
 Observe performance from an appropriate position.
 Record appropriate comments and use for feedback purposes.
Homework/Self-study
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At the end of each session homework/self-study can be set at the discretion of the Assessor. Suggested
activities are also provided.
Lesson Plan
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Induction
The following slideshow outlines the induction information provided below for this unit:
Induction.pptx. The trainer/assessor can adapt the information as relevant.
Induction and administrative procedures

Provide your RTO’s induction and housekeeping procedures, or follow the suggested outline:
Cover any general housekeeping such as:
o college administration
o emergency procedures
o location of toilets and fire exits
o WHS, security
o break times
o plagiarism and any other policies and procedures that the college requires the student to
acknowledge or read and agree to, such as mobile phone policies or Internet usage
policies.
Folder management and naming documents

Discuss and demonstrate where and how you would like students to save their work.
As a guide, students should keep all their work for this unit in a folder that has the unit code as its name,
along with the student’s name. Any activities and assessment tasks should then be saved to this folder.
Students should name documents logically within the folder structure, it should include:
 Unit code
 Task number
 Task name
 Student last name (optional)
 The date or version number (optional)
Back up
Students should always have a back up of their work on a different device. If the college has a network
drive encourage students to use the drive and then back up to a USB or removable hard drive. If they are
using a USB to save files then they should keep a back up on their laptop or home computer.
Lesson overview
Lesson Plan
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Provide the students with an overview of the unit and how it will be structured and delivered.
An outline of the suggested delivery is provided on the slide.
Assessment
The assessment is provided in a separate document and should be made available to the students once
the content has been delivered, along with the deadlines and procedures for submission.
Session 1: Introduction
Activity: Discussion
Have an open discussion with the class on their experiences with meetings. Who has attended or chaired a
meeting? What was their role? Provide some of your own experiences as well.
Video Clip: Every meeting ever
The different roles people play in a meeting https://www.youtube.com/watch?v=K7agjXFFQJU
Session 1: Topic 1 – Types of meetings

Recommended reading
Management Theory and Practice 6e, Cole, Kris (2016)
Chapter 27 Leading and attending meetings
Calling the right type of meeting at the right time
Brainstorm and discuss:

When should a meeting be called?
Who calls it?
How is it arranged?
When should it be arranged?
Activity: Types of meetings
Students should use the following table to describe the different types of meetings – they should provide an
example for each.
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Meeting Type Description Example
Inaugural meeting
AGM
Extraordinary general meeting
Director/board meeting
Standing committee
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Activity: Discussion
Use the following web link to discuss what an AGM involves:
http://www.fairtrading.nsw.gov.au/ftw/Cooperatives_and_associations/Running_an_association/Annual_ge
neral_meetings.page
Legal Requirements
Some meetings have legal obligations – for example some organisations are required by law to hold
particular meetings such as an AGM.
Activity: Australian meeting laws
1. Research Corporation law for meetings in Australia. What is the Act and its objective? Find three
different examples of regulations derived from the Act that will influence the way an AGM is held.
2. List down the circumstances that can render a board meeting invalid.
Homework/Self-Study
Students should complete any outstanding reading or activities from the session.
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Homework/Self-study - discussion
Allocate some time at the beginning of the session to discuss the questions/activities or project work that
students undertook as part of their self-study.
Session 2: Topic 1– Types of meetings
Recommended reading
Activity: Committee meeting

List the procedures that should be followed for holding a committee meeting.
Video Clip: Humorous Keynote Speaker and Corporate Comedian Dave Fleming Presents:
Meetings Jargon
A comedic look at meetings: https://www.youtube.com/watch?v=awaLZ9TknUc
Activity: Formal Meeting
Each student should prepare for a formal Board Meeting for an educational institution. Their role is to chair
the meeting.
They should write out a procedure to follow for conducting this type of meeting and list down the legal
obligations of board members. List down any legislation that should be followed.
The subject of the meeting can be for any reason if it is appropriate and realistic.
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Activity: Presentation
To prepare students for holding meetings both for the content of this unit and the assessment task, they
can deliver a 5-10 minute presentation to the class in any format that addresses the following:
Why would legal and ethical requirements need to be considered when organising a meeting. They can
make assumptions and provide examples to illustrate their responses. They should address legislation and
formal meetings in their discussion. They can use Prezi, PowerPoint or just present.
Homework/Self-Study
Session 3: Topic 2– Planning and leading
Recommended reading
Activity: Agenda
Discuss how to create an agenda using a template. Students can research for templates on the Internet or
look at the in-built template in the word processing package being used. Discuss layout, professional
structure and presentation. Spend some time with students to design the template structure.
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1. Create your own agenda for the following meeting:
Management meeting to be called to discuss the budget for next year. All management should be invited
to attend in Room 15 on the 2nd floor of our offices on 25 September. Attendees should confirm
attendance or provide apologies. The meeting will discuss the last financial year’s budget, the budget
allocated for the following year, major expenditure for the following year and there should be an open
discussion for each manager to put forward their projected spending for the following year. Mr Bob Chan
will be heading the meeting, with his secretary Barbara Pearl Smith taking the minutes. George Stubbard
from Accounts will provide a 30minute presentation using the data projector. A printed report on the
previous year’s financial budget will be provided at the meeting. The meeting will be conducted from 9-3
with one hour break for lunch, two coffee breaks. Refreshments and lunch will be provided. Attendees are
J Pitch, S Wallow, T Bird, M Matthews, T Pearl, L Joseph, N Bloom, K Carr, DWK Bowyer (Managers).
June Prudence, Sofia McGonagall, Tracey Jones (secretaries). John Snow (MD).
2. Find an example of a formal meeting agenda such as one for an AGM or board meeting.
- in what way is it different from a standard or informal meeting?

- list down the headings from the Agenda
- research a Chairperson’s agenda; why is it different from an attendee’s agenda?
Lesson Plan
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Session 4: Topic 2 – Planning and leading
Recommended reading
Activity: Effective meetings
It is important to know what the appropriate meeting conventions and protocols are – for either formal or
informal meetings.
Research and list some conventions and protocols that could be used for holding a meeting for an AGM.
Activity: Chairing a meeting
- What is the role of a chairperson?

- List down the key qualities that you would consider are characteristic for an effective chairperson.
Video Clip: Chairing a meeting
A staff meeting showing how the chair holds the meeting.
https://www.youtube.com/watch?v=oPhKhTI0Lss&list=PLJYFtINXKGH7cTHwbMV9dejvU-ZL-NF8Y
Lesson Plan
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Homework/Self-Study
Session 5: Topic 3 – Virtual meetings
Recommended reading
Leading virtual meetings
Discuss the text with students.
Activity: Video Clip: Tripp Crosby: Conference Call in Real Life
This clip shows a video conference as it would happen if everyone was actually in the room.
https://www.youtube.com/watch?v=z_tiqlBFjbk
Activity: Terms
1. Define the following, in terms of conducting a meeting and list the advantages and disadvantages of
each.
- synchronous meetings
- asynchronous meetings
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Activity: Collaboration software
Virtual meetings using collaboration software is generally used when participants are dispersed over a
large geographic area
1. Split into pairs.

2. Research on the Internet for software being used today and register for a trial.
3. Investigate the features of the software and provide a summary of it to present to class.
Homework/Self-Study
Session 6: Topic 4 – Attend meetings
Recommended reading
Lesson Plan
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Discussion: Taking Minutes
Use the following websites to discuss the approach to minute taking.

http://www.effectivemeetings.com/meetingbasics/minutes.asp
http://www.wikihow.com/Take-Minutes
http://careerplanning.about.com/cs/communication/a/minutes.htm
http://knowledge.wildapricot.com/display/communications/How+To+Write+Effective+Meeting+Minutes
Download a template or sample minutes and discuss the structure, layout and recording of them.
Students should set up a template that could be used for the next activity.
Group Activity: Attending a meeting
This role-play requires preparation and attendance of an informal meeting from both the trainer/assessor
and students. Students will enjoy this role-play if they spend the time preparing.
o Students should prepare for an informal meeting to be held in either the classroom, or if possible a
meeting or board room at the college in attendance, which the trainer/assessor should organise in
advance.
o The students will be the attendees.
o The class should be divided into small groups of three or four.
o Timings would be approximately one day for preparation and one day for meetings and follow up.
Instructions for Trainer/assessor:
o Create an appropriate scenario for a meeting for each group. For example, a production meeting to
identify where a film shoot should take place, for a client’s promotional video. Use something
appropriate to the student cohort. The meeting should cater for some collaboration software being
used along with two employees who will be on video-conference. The agenda items can be to create
discussion or alternatively to come to a conclusion. The scenario used in the activity in Topic One
could also be given or extended upon.
o Allow 10 minutes for each meeting to be held.
o Write out several disruptive behaviours and hand out to various students to perform during the meeting
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(such as “keeps talking on phone/disruptive”, “asks questions irrelevant to topic”, “tries to take over the
meeting”).
o Appoint one person from each group to be the chair of each meeting.
Instructions for Students:
1. Prepare an Agenda:
o Identify the participants for a meeting;
o State a date, time and venue;
o List the items for the agenda; each participant is to have at least one matter to address.
o Send the agenda via email to all participants to invite them to the meeting
2. Meeting Preparation Statement that identifies:
o The way the room should be appropriately laid out, with the right equipment stated
o Catering arrangements
o A list of protocols that participants should follow (consider the video conference participants in
particular)
o How a chair would manage any conflicts arising in the meeting
3. Attend a meeting
Each group should conduct their meeting in front of the rest of the class.
Each student should take minutes for at least one meeting.
4. Minutes
Type up the minutes taken for the meeting attended.
Students should submit:
An Agenda
A Meeting Preparation Statement
Minutes
Homework/Self-Study
Lesson Plan
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Session 7, 8, 9 and 10: Review and Assessment
The content of this unit has now been covered. The next two weeks have been allocated for the
trainer/assessor to review topics and for students to complete their assessment tasks.
Review and completion

Allocate time for students to complete any outstanding activities, reading, role-plays, meetings,
presentations or further tasks that require observation or submission to the trainer/assessor.
The trainer/assessor should allow time to review any topics or activities undertaken by students to
consolidate their learning.
Discuss the Assessment Tasks

Take time to discuss each task in detail if required, and ensure that the students understand the
assessment procedures, submission instructions and deadlines.
Students should use these sessions to work on their assessment tasks, with support from the
trainer/assessor where relevant. Reasonable adjustment should be made where appropriate.
Short Answer Test

Allocate one hour for the completion of Assessment Task 1 – Short answer test. This is an open book test
but is required to take place under supervised test conditions.
Support
The trainer/assessor should provide as much support as is appropriate for students whilst they undertake
their assessment tasks. The trainer/assessor may have to timetable meetings or role-play’s that require
observation for assessment so it is important to ensure that this has been considered into the lesson
planning over the last two weeks of assessment.
Housekeeping
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Provide some time at the end of the last session for housekeeping such as administrational duties, student
feedback and farewells.
Lesson Plan
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BSBADM502 Manage meetings

Week1 Session 1: Topic 1 – Types of meetings

Session 2: Topic1 – Types of meetings

Week 2 Session 3: Topic2 – Planning and leading

Session 4: Topic 2 – Planning and leading

Week 3 Session 5: Topic 3 – Virtual meetings

Session 6: Topic 4 – Attending meetings

Week 4- 6 Session 7: Review and assessment

Session 10: Assessment

Chapter 28 Leading and attending meetings.

Plagiarism, cheating and collusion

Induction and administrative procedures

Folder management and naming documents

Video Clip: Every meeting ever

The different roles people play in a meeting https://www.youtube.com/watch?v=K7agjXFFQJU

Session 1: Topic 1 – Types of meetings

Calling the right type of meeting at the right time

Brainstorm and discuss:

Activity: Types of meetings

Meeting Type Description Example

Extraordinary general meeting

Use the following web link to discuss what an AGM involves:

Activity: Australian meeting laws

Session 2: Topic 1– Types of meetings

Activity: Committee meeting

A comedic look at meetings: https://www.youtube.com/watch?v=awaLZ9TknUc

Activity: Formal Meeting

Session 3: Topic 2– Planning and leading

1. Create your own agenda for the following meeting:

- in what way is it different from a standard or informal meeting?

Session 4: Topic 2 – Planning and leading

Activity: Effective meetings

Activity: Chairing a meeting

- What is the role of a chairperson?

Video Clip: Chairing a meeting

A staff meeting showing how the chair holds the meeting.

Session 5: Topic 3 – Virtual meetings

Leading virtual meetings

Discuss the text with students.

Activity: Video Clip: Tripp Crosby: Conference Call in Real Life

Activity: Collaboration software

1. Split into pairs.

Session 6: Topic 4 – Attend meetings

Discussion: Taking Minutes

Use the following websites to discuss the approach to minute taking.

Group Activity: Attending a meeting

Instructions for Trainer/assessor:

Instructions for Students:

Each student should take minutes for at least one meeting.

Type up the minutes taken for the meeting attended.

Students should submit:

A Meeting Preparation Statement

Session 7, 8, 9 and 10: Review and Assessment

Review and completion

Discuss the Assessment Tasks

Short Answer Test

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